医学生自主学习能力水平列线图模型的构建

doi:10.3760/cma.j.cn115259-20190516-00380

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (10): 774-779.DOI: 10.3760/cma.j.cn115259-20190516-00380

医学生自主学习能力水平列线图模型的构建

黄润之¹, 张国洋², 杨军³, 吴静⁴, 刘瑞麟⁵, 胡鹏⁶, 曾盈⁷, 魏春岚⁸, 沈慧霞⁹, 程黎明¹⁰, 杨文卓⁷

¹同济大学医学院外科学专业2018级博士研究生,上海 200092;
²上海交通大学高等教育研究院高等教育学专业2017级硕士研究生 200240;
³同济大学医学院实训中心,上海 200070;
⁴郑州大学第一附属医院宣传处 450052;
⁵同济大学附属同济医院呼吸科,上海 200065;
⁶郑州大学第一附属医院骨科 450052;
⁷同济大学医学院,上海 200092;
⁸同济大学医学院考试中心,上海 200092;
⁹同济大学医学院外事办公室,上海 200092;
¹⁰同济大学附属同济医院,上海 200065

收稿日期:2019-05-16 出版日期:2020-10-01 发布日期:2020-12-08
通讯作者: 杨文卓, Email: yangwenzhuo2002@163.com, 电话: 021-66111520
作者简介:黄润之和张国洋对本文有同等贡献

Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates

Huang Runzhi¹, Zhang Guoyang², Yang Jun³, Wu Jing⁴, Liu Ruilin⁵, Hu Peng⁶, Zeng Ying⁷, Wei Chunlan⁸, Shen Huixia⁹, Cheng Liming¹⁰, Yang Wenzhuo⁷

¹Doctor Degree Candidate, Surgery Major, Enrolled in 2018, Tongji University School of Medicine, Shanghai 200092, China;
²Master Degree Candidate, Higher Education Major, Enrolled in 2017, Graduate School of Education, Shanghai Jiao Tong University, Shanghai 200240, China;
³Practical Training Center, Tongji University School of Medicine, Shanghai 200070, China;
⁴Department of Propaganda, the First Affiliated Hospital of Zhengzhou University, Zhengzhou 450052, China;
⁵Department of Respiratory, Tongji Hospital, Tongji University School of Medicine, Shanghai 200065, China;
⁶Department of Orthopedics, the First Affiliated Hospital of Zhengzhou University, Zhengzhou 450052, China;
⁷Tongji University School of Medicine, Shanghai 200092, China;
⁸Medical Examination Center, Tongji University School of Medicine, Shanghai 200092, China;
⁹Foreign Affairs Office, Tongji University School of Medicine, Shanghai 200092, China;
¹⁰Tongji University School of Medicine, Shanghai 200065

Received:2019-05-16 Online:2020-10-01 Published:2020-12-08
Contact: Yang Wenzhuo, Email: yangwenzhuo2002@163.com, Tel: 0086-21-66111520
About author:Huang Runzhi and Zhang Guoyang are contributed equally to the article

摘要/Abstract

摘要： 目的构建能够预测医学生自主学习能力水平的列线图模型。方法 2018-2019学年采用大学生自主学习量表调查3所医学院的1 187名学生的自主学习能力相关情况,分析其现状及影响因素,基于多因素回归模型构建医学生自主学习水平的预测模型。结果 3所学校医学生的自主学习能力总平均分为401.03分。多因素回归模型显示:平均绩点、教学模式、主要抚养者、每周学习时间、对医学的兴趣、成长所在地、同伴影响、学校学习氛围影响了医学生自主学习能力。医学生自主学习水平的列线图的模型一致性指数为0.746。结论列线图模型可以准确地预测医学本科生自主学习能力。

关键词: 医学生, 自主学习能力, 列线图

Abstract: Objective To construct nomograms for predicting self-regulated learning levels of Chinese medical undergraduates. Methods In the 2018-2019 academic year, the college students' self-regulated learning scale was used to investigate the self-regulated learning ability of 1 187 students from three medical schools. The multi-factor regression was used to identify the influencing factors of the self-regulated learning ability while the prediction models for predicting self-regulated learning levels of Chinese medical undergraduates were constructed based on the multi-factor regression models. Results The total self-regulated learning score of the medical students in three school was 401.03 on average. The multivariable analysis suggested that GPA, teaching model, primary caregivers, medical study time per week, interest in medicine, peer influences and learning atmosphere were independent indicators for self-regulated learning levels. The C-index of nomograms model is 0.746. Conclusions Nomograms models worked well in predicting the self-regulated learning levels of Chinese medical undergraduates.

Key words: Medical undergraduate, Self-regulated learning, Nomogram

中图分类号:

R0
R-05

黄润之, 张国洋, 杨军, 吴静, 刘瑞麟, 胡鹏, 曾盈, 魏春岚, 沈慧霞, 程黎明, 杨文卓. 医学生自主学习能力水平列线图模型的构建[J]. 中华医学教育杂志, 2020, 40(10): 774-779.

Huang Runzhi, Zhang Guoyang, Yang Jun, Wu Jing, Liu Ruilin, Hu Peng, Zeng Ying, Wei Chunlan, Shen Huixia, Cheng Liming, Yang Wenzhuo. Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates[J]. Chinese Journal of Medical Education, 2020, 40(10): 774-779.

参考文献

[1] Balachandran VP, Gonen M, Smith JJ, et al. Nomograms in oncology: more than meets the eye[J]. Lancet Oncol,2015,16(4):e173-e180. DOI: 10.1016/S1470-2045(14)71116-7.
[2]Badiyepeymaie Jahromi Z, Mosalanejad L. Integrated method of teaching in web quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education[J]. Glob J Health Sci, 2015,7(4):249-259. DOI: 10.5539/gjhs.v7n4p249.
[3]Zimmerman BJ. Becoming a self-regulated learner: an overview[J]. Theory Into Practice,2002,41(2):64-70.DOI:10.1207/s15430421tip4102_2.
[4]Artino AR Jr, Hemmer PA, Durning SJ. Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students[J]. Acad Med,2011,86(10 Suppl):S35-S38.DOI:10.1097/ACM.0b013e31822a603d.
[5]White CB. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals[J]. Adv Health Sci Educ Theory Pract,2007,12(3):279-297.DOI:10.1007/s10459-006-9000-z.
[6]白丽, 张晓杰, 韩云峰,等.医学生自主学习状况调查分析[J].中华医学教育探索杂志,2016,15(7):730-733. DOI:10.3760/cma.j.issn.2095-1485.2016.07.018.
[7]Turan S, Demirel O, Sayek I. Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula[J]. Med Teach, 200931(10):e477-e483. DOI: 10.3109/01421590903193521.
[8]Langendyk V. Not knowing that they do not know: self-assessment accuracy of third-year medical students[J].Med Educ,2006,40(2):173-179.DOI:10.1111/j.1365-2929.2005.02372.x.
[9]教育部临床医学专业认证工作委员会秘书处.中国本科医学教育标准——临床医学专业(2016版)[M]. 北京:北京大学医学出版社,2018:7,11-12,26.
[10]Yang J, Zhang G, Huang R, et al. Nomograms predicting self-regulated learning levels in Chinese undergraduate medical students[J]. Front Psychol, 2019, 10:2858. DOI: 10.3389/fpsyg.2019.02858.
[11]朱祖德,王静琼,张卫, 等.大学生自主学习量表的编制[J].心理发展与教育,2005,21(3):60-65. DOI:10.3969/j.issn.1001-4918.2005.03.012.
[12]Jouhari Z, Haghani F, Changiz T. Assessment of medical students' learning and study strategies in self-regulated learning[J].J Adv Med Educ Prof,2016,4(2):72-79.
[13]Van HMA, Berkhout JJ , Nynke VD , et al. self-regulated learning in the clinical context: a systematic review[J]. Med Educ, 2018, 52(10):1008-1015. DOI: 10.1111/medu.13615.

[1]	周剑平, 邵洁, 李庆云. 临床科室优秀传统文化融入医学生职业精神教育的实践与分析[J]. 中华医学教育杂志, 2020, 40(9): 671-674.
[2]	顾锋, 戚文秀, 孟畅, 李宇婧, 薛士麟, 尹昭迪, 李美瑶, 兰学立, 张萌. 新型冠状病毒肺炎疫情期间北京大学医学本科生对其在线学习效果的评价[J]. 中华医学教育杂志, 2020, 40(9): 726-730.
[3]	杨霞, 张骏. 非标准化考试在八年制临床医学专业学生行为医学教学中的应用[J]. 中华医学教育杂志, 2020, 40(9): 736-739.
[4]	艾恒, 王珏, 钱令波, 周心如, 肖池, 潘杰, 陆文. 美国加州大学洛杉矶分校医学院医学实验教学模式对我国医学生理学实验教学的启示[J]. 中华医学教育杂志, 2020, 40(9): 744-747.
[5]	黄佳欣, 袁思越, 丁卉, 刘晨, 王蕾, 黄泽涵, 杜以恒, 张涛, 胡建莉, 杨盛力. 新型冠状病毒肺炎疫情期间某大学医学生网络学习与生活状况调查研究[J]. 中华医学教育杂志, 2020, 40(7): 495-499.
[6]	徐文颖, 周健, 陈楠, 王子淮, 吕梦媛, 刘伦旭. 医学学术型社团人才成长平台搭建的探索[J]. 中华医学教育杂志, 2020, 40(4): 265-268.
[7]	范冠华, 杨棉华, 林常敏, 黄展勤, 陈海滨. 基于医学生认知的分散实习模式教学质量同质化实证研究[J]. 中华医学教育杂志, 2020, 40(4): 288-292.
[8]	杨桂涛, 钟雁玲, 陈彦潼, 黄碧玲, 邱秀华. 基于自我认知的医学生职业素养发展阶段性比较研究[J]. 中华医学教育杂志, 2020, 40(11): 872-875.
[9]	朱晓燕, 沈李, 施莉莉, 蔡雨阳. 上海交通大学医学院学生道德两难问题选择倾向的调查分析[J]. 中华医学教育杂志, 2020, 40(11): 876-878.
[10]	吴旋, 陈垲钿, 庄惠文, 文卫平. 临床科研训练在医学生耳鼻咽喉科学理论教学中的实施效果[J]. 中华医学教育杂志, 2020, 40(11): 893-896.
[11]	孙朋霞, 李树亚, 李凡. 医学生跨专业合作学习准备程度的调查研究[J]. 中华医学教育杂志, 2020, 40(11): 901-904.
[12]	于宏, 张进, 李艳君, 陈琦, 刘学勇. 线上模拟教学在医学生临床思维训练中的应用效果评价[J]. 中华医学教育杂志, 2020, 40(11): 909-912.
[13]	刘温文, 李婷, 刘东明. 服务学习理论下的医学生志愿服务与综合素质培养实践[J]. 中华医学教育杂志, 2020, 40(1): 8-10.
[14]	贺雯, 员秀, 李冬梅. 医学生生命价值观和共情与亲社会倾向的关系研究[J]. 中华医学教育杂志, 2020, 40(1): 11-15.
[15]	宋鑫智, 丁宁, 李鸿鹤, 闻德亮. 临床医学专业学生课外活动时间投入与感知压力的关系研究[J]. 中华医学教育杂志, 2020, 40(1): 16-20.

医学生自主学习能力水平列线图模型的构建

Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价